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Understanding Learners' Self-Expressed and Self-Professed Core Personal Values for Effective Teaching and Learning
Abstract
Adult learners, beyond being practical in their learning focus (based on andragogy), tend to use values (core and peripheral) to guide their attitudes, learning pursuits and behaviors, and other aspects. One approach to profiling learners may be based on learners' self-professed core personal values as those that cannot be contravened without causing offense and negative learner reactions. The professing of core values is not only by spoken/written/shared expressions (which can be “cheap talk”) but also by actions. Observing the actions of learners, one may infer underlying values (albeit in a noisy way). For effective teaching and learning, instructor and curricular alignments with learner core values may be integral to the success of the teaching and learning efforts. This work provides a literature review of learner values and learning and explores the implications of considering such values in instructional design and teaching and learning.
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